The result of children experiencing being restrained and secluded creates trauma responses in the brain. Any experience that the brain perceives as unsafe despite with whom, when, and where is traumatic. The stress response in the lower part of the brain is designed for survival and it does not nor cannot delineate between perceived and actual danger. The neurobiological mechanism that becomes activated from the experience is popularly known as the “fight-flight-flee-freeze” stress response. This response has been exhaustively researched over decades of neuroscience research. The ripples of trauma occur in the neurobiological patterns in the brain’s stress response system. Ripples have an extensive reach that eventually impacts the entire system.
The trauma ripples impacts all areas of the brain and results in post-traumatic neurological patterns mimicking mental health “disorders.” These “ripples” often remain and impact development into adulthood. The neurobiological pattern of trauma creates ripples affecting domains of neuro functioning, impacting all areas of our lives. It is no longer acceptable to be ignorant of the trauma from restraint and seclusion, whether that occurs in school systems, psychiatric programs, or group home organizations. The phrase “if we know better, we do better” has truth for those who choose to accept new knowledge even if it challenges established beliefs. However, there can be ripples other than in trauma; there also can be ripples of ignorance.
“Do the best you can until you know better. Then when you know better, do better.”
– Maya Angelou
It takes humility to accept and integrate knowledge that contradicts entrenched belief systems. Courage is necessary to go against common beliefs in systems that are closed to new information and knowledge. Going against the grain of entrenched beliefs takes a great deal of courage and also risk. Large systems that are entrenched in antiquated understanding of human behavior create rigidity in accepting contemporary knowledge. These systems then become closed off to change, and those who disagree will be muted, criticized, and ignored.
Systemic ignorance of neuroscience research as it pertains to trauma can no longer be tolerated. Programs that practice seclusion and restraint often ignore the ripples of trauma that they create for children and youth. Ripples of ignorance then occur within systems that allow for trauma cycles to continue impacting children who are victims of seclusion and restraint.
